ESE 691 ASH Course Tutorial / uophelp

1. Ese691 ash Course Tutorial For more course tutorials visit www.uophelp.com

2. Ese 691 ash Course Tutorial ESE 691 Entire Course (Ash) ESE 691 Week 1 Assignment Ms. Jung’s Class (Ash) Ms. Jung’s Class. Read the case study of Ms. Jung’s class, Level C, Case 1 in “Norms and Expectations.” Then, in a four- to five-page paper, complete the assignment found on page 11, at the bottom of Level C, Case 1. To complete this assignment, you will need to review the Case Study Set Introduction on page 2 and the STAR sheets on the four strategies • ESE 691 Week 1 Assignment Ms. Jung’s Class • ESE 691 Week 1 DQ 1 Case Study- Ms. Bosco's Class • ESE 691 Week 1 Journal Putting It All Together A Case Study • ESE 691 Week 2 DQ 1 A Temper Tantrum • ESE 691 Week 2 Journal Cultural Awareness • ESE 691 Week 2 Preventing School Violence

3. Ese 691 ash Course Tutorial ESE 691 Week 1 DQ 1 Case Study- Ms. Bosco's Class (Ash) ESE 691 Week 2 DQ 1 A Temper Tantrum (Ash) A Temper Tantrum. Imagine that one of your closest friends has two children; one child is 5 1⁄2 years old, and the other is almost 7 years old. You’ve noticed that they fight with each other often as well aswithotherchildrenwhenyougototheplayground. Theotherday,theyoungestgrabbedaballfromanother child. When you gave the ball back to its rightful owner, your friend’s child had a full-out, feet-stomping • Case Study: Ms. Bosco’s Class. As you’ve read in your text, theories about behavior modification include social learning theory, classical conditioning, and operant conditioning. First, read the articles and watch the videos below on each of these theories:

4. Ese 691 ash Course Tutorial ESE 691 Week 2 Preventing School Violence (Ash) ESE 691 Week 3 Assignment Single-Subject Design (Ash) Single-Subject Design. The purpose of single-subject designs is to allow teachers to demonstrate experimental control and intervention effects with a single child or a small group of children. Thus, these designs are ideal for classroom teachers, parents, and other teachers who want to demonstrate the effectiveness of their behavior reduction strategies. Review the article “Single-Subject Design” • Preventing School Violence. Due to a growing number of social problems and an increase in the at-risk population over the past two years, as displayed on the “Time Line of Worldwide School and Mass Shootings,” acts of violence in schools have increased significantly with physical violence, cyber-bullying, and destruction to property. Many principals have now initiated Preventing School Violence programs at their schools.

5. Ese 691 ash Course Tutorial ESE 691 Week 3 DQ 1 Data Collection (Ash) ESE 691 Week 4 Assignment Functional Behavior unctional Behavior Assessment. Every behavior is exhibited either to gain or avoid something. When learning to modify a target behavior, the first step is to find out what is the function of the behavior (gaining or avoiding), and then identify its purpose • Data Collection. Most new educators are nervous about the classroom management aspect of teaching. They are nervous thatwhen students won’t listen, or when a particular student has recurring behavior problems. • Prudenceisaseventhgradestudentinthegeneraleducationclassatherlocalmiddleschool. 

6. Ese 691 ash Course Tutorial ESE 691 Week 4 DQ 1 The Medication Debate (Ash) ESE 691 Week 5 DQ 1 Differential Reinforcement Differential Reinforcement. Review the various types of differential reinforcement explained in Behavior Advisor and how to set up a token economy system: DRL: Differential Reinforcement of Lower Rates of Behavior Differential Reinforcement of Other Behaviors DRI • Medication Debate. Over the past 10 years, children being diagnosed with behavioral problems relating to disabilities such as ADHD and bipolar disorder have risen exponentially. Furthermore, the Center for Disease Control (CDC) states that in 2007, 5.4 million children, ages 4 to 17, have been diagnosed with ADHD, and 2.7 million are taking some type of prescribed medication (Centers for Disease Control and Prevention, 2013).

7. Ese 691 ash Course Tutorial ESE 691 Week 5 DQ 2 Positive Behavior Intervention and ESE 691 Week 5 School-Wide Positive Behavioral School-Wide Positive Behavioral Intervention and Supports (SWPBIS). View the presentation, School-Wide Positive Behavior Support: Getting Started. For this assignment, your school principal has asked • Positive Behavior Intervention and Support (PBIS). Review Positive Behavioral Interventions & Supports and Positive Behavior Support Plan (Essential Elements). • Positive behavioral intervention and support (PBIS) can either be individually based or school wide (SWPBIS), and in many cases both. The whole school can have a behavior intervention plan that

8. Ese 691 ash Course Tutorial ESE 691 Week 6 DQ 1 Parent Partnerships (Ash) ESE 691 Week 6 Final Paper (Ash) Read the case study of Mark, located in Level A, Case 1 of The Iris Center’s “Measuring Behavior.” Using this case study, create a six- to nine-page positive behavior support plan. Your plan should include the following: The theoretical underpinnings of your plan . Which behavior theory fits the child’s learned behavior, and why? The target behavior • Parent Partnerships. As a teacher, it is your job to reach out to parents who are not as communicative as other parents. Read the following scenario and respond to the prompt below. • FrankSmith,astudentinyourseventhgradeEnglishclass,hasbeencreatingquiteastirinyourclasslately. This is not his typical behavior.

9. Ese691 ash Course Tutorial For more course tutorials visit www.uophelp.com